REPUBLIC OF SOUTH SUDAN

NATIONAL OCCUPATIONAL STANDARDS

FOR

Building Construction

LEVEL 3
 LEVEL 3 CORE COMPETENCIES
S UNITS CREDIT
N VALUE
1. INTRODUCTION TO TECHNICAL DRAWING 4
2. BUILDING REGULATIONS 4
3. SITE ORGANIZATION 5
4. PLASTERING AND RENDERING 5
5. BLOCK/BRICK LAYING 5
6 PLAN AND ORGANISE CONSTRUCTION WORK 5
7 LEVELLING IN BUILDING CONSTRUCTION 5
8 WORKING ON SCAFFOLDING, PLATFORMS AND 5
LADDERS
9 CONSTRUCTION OF FOUNDATION 5
Total credits 43

UNIT 1: INTRODUCTION TO TECHNICAL DRAWING 4 credits

UNIT CODE:

UNIT DESCRIPTION:

This Unit covers the competencies required to use drawing instruments, equipment,
materials and their application. It provides knowledge of types of lines, angles and
their application as well as ability to divide lines and angles.

Elements and Performance Criteria

Element Performance Criteria

Elements describe the Performance criteria describe the performance needed to

essential outcomes.
1 Drawing instruments,
equipment, material and
their application
demonstrate achievement of the element.
1.1 Identify the various drawing instruments, equipment and
materials
1.2 State the uses of drawing instruments, equipment and
materials
1.3 State the various sizes of drawing sheet

Element Performance Criteria

2 Demonstrate understanding 2.1 Identify various types of lines.
for types of lines, angles 2.2 State the application of each line.
and their application 2.3 Draw types of lines.
2.4 Draw horizontal, perpendicular and inclined lines.
2.5 Construct basic geometrical angles
3 Demonstrate skills in 3.1 Bisect a given line.
division of lines and angles 3.2 Divide a line into equal number of parts.
3.3 Trisect a given line.
3.4 Trisect a given angle and measure them
4 Geometrical shapes 4.1 Identify types of Triangles.
(triangles and quadrilaterals 4.2 Construct the types of triangles.
4.3 Identify types of Quadrilaterals.
4.4 Construct simple quadrilaterals
4.5 Explain areas of triangles and simple quadrilaterals

RANGE
This section provides work environments and conditions to which the performance
criteria apply. It allows for different work environments and situations that will affect
performance.
Variable Range
1 Various drawing 1.1 drawing board
instruments, and 1.2 drawing instrument
materials may include but 1.3 erazer
not limited to: 1.4 pencil
1.5 drawing sheets.
1.6 Clips
1.7 Sharpener

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.

Required Skills
The individual needs to demonstrate the following skills:
 Use of drawing instrument
 Construction of angles
 Construct simple quadrilaterals

Required knowledge
The individual needs to demonstrate knowledge of:
 Types of lines, plane figures angles

EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.
1. Critical Aspects of Assessment requires evidence that the candidate:
Competency 1.1 Construct basic geometrical angles
1.2 Construct the types of triangles.
1.3 Construct simple quadrilaterals

2. Resource 2.1 drawing board

Implications 2.2 drawing instrument
2.3 eraser
2.4 pencil
2.5 drawing sheets.
2.6 Clips
2.7 Sharpener
3. Methods of Competency may be assessed through:
Assessment 3.1 Written Test
3.3 Demonstration
3.5 Learner’s journal
4. Context of Competency may be assessed in an off the job setting
Assessment
5. Guidance Holistic assessment with other units relevant to the industry sector,
information for
assessment

UNIT 2: BUILDING REGULATIONS 4 credits

UNIT CODE:

UNIT DESCRIPTION:
This Unit provides the understanding of the relevant International, National and Local
Governance legal and regulatory framework relating to Building construction in South
Sudan

Elements and Performance Criteria

Element Performance Criteria

Elements describe the Performance criteria describe the performance needed to

essential outcomes. demonstrate achievement of the element.
1 Demonstrate knowledge of 1.1 Explain building regulations
building regulations 1.2 Identify relevant building regulations
1.3 State statutory provisions (by-laws)

Element Performance Criteria

2 Demonstrate knowledge of 2.1 State types of Protocols applicable in Building construction.
the International legal and 2.2 Explain how the laws are relevant to the Building, industry.
regulatory framework relating 2.3 Prepare a register of International Laws relating to building
to Building construction industry.
2.6 Adhere to International Laws in building construction
3 Demonstrate knowledge of 3.1 State national regulatory frameworks applicable in building
the National legal and construction.
regulatory framework relating 3.2 Explain how the laws are relevant to the Building industry.
to Building construction 3.3 Prepare a register of National laws relating to building
industry.
3.4 Adhere to National laws in building construction
4 Demonstrate knowledge of 4.1 State local government regulatory frameworks applicable in
the local governance legal Building construction.
and regulatory framework 4.2 Explain how the byelaws are relevant to the Building
industry.
relating to building
4.3 Prepare a register of local government byelaws relating to
construction Building industry.
4.4 Adhere to local government byelaws in digester
Construction

RANGE
This section provides work environments and conditions to which the performance
criteria apply. It allows for different work environments and situations that will affect
performance.

Variable Range
1 national regulatory To be determined by the relevant building institution in
frameworks may include South Sudan
but not limited to:

2 government regulatory
frameworks

3 the byelaws are relevant

to the Building industry.

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.

Required Skills
The individual needs to demonstrate the following skills:
 Adhere to local government byelaws in digester Construction

Required knowledge
The individual needs to demonstrate knowledge of:
 Building regulations in South Sudan
 Statutory provisions (by-laws)
 Types of Protocols applicable in Building construction.
 How the laws are relevant to the Building, industry

EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.
1. Critical Aspects of Assessment requires evidence that the candidate:
Competency 1.1 State types of Protocols applicable in Building construction.
1.2 Explain how the laws are relevant to the Building, industry.
1.3 Prepare a register of International Laws relating to building industry
1.4 State national regulatory frameworks applicable in building
construction.
1.5 Explain how the laws are relevant to the Building industry.
1.6 Prepare a register of National laws relating to building industry
1.7 State local government regulatory frameworks applicable in Building
construction.
1.8 Explain how the byelaws are relevant to the Building industry.
1.9 Prepare a register of local government byelaws relating to Building
industry.
2. Resource National regulatory frameworks applicable in building construction.
Implications
3. Methods of Competency may be assessed through:
Assessment 3.1 Written Test
3.5 Learner’s journal

4. Context of Competency may be assessed in a an accredited institution

Assessment
5. Guidance Holistic assessment with other units relevant to the industry sector,
information for
assessment

UNIT 3: SITE ORGANIZATION 5 CREDITS

UNIT CODE:
 UNIT DESCRIPTION
This Unit covers the competencies required that completion of this unit the learner will
be able to demonstrate skills in site layout, ability to establish safe place of work,
conduct site inspection and demonstrate skill in technical report writing.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA
These describe the These are assessable statements which specify the required level of
key outcomes which performance for each of the elements.
make up workplace Bold and italicized terms are elaborated in the Range
function
1 Demonstrate 1.1 1.1 State Importance of Site Layout
skills in Site 1.2 1.2 Identify facilities on site layout
Layout 1.3 1.3 Explain optimization of working conditions
1.4 1.4 Design site layout
1.5 1.4 Position facilities on site layout
2 Demonstrate 2.1 Identify safety warning signs
knowledge in 2.2 Identify appropriate locations for safety warning signs
establishing safe 2.3 Position safety warning signs
place of work
3 Demonstrate 3.1 Review site maps and plans
skills in 3.2 Undertake site orientation
conducting site 3.3 Assess risk on site
inspection 3.4 Determine on-site services and adjacent site feature
4 Demonstrate 4.1 Explain site daily report writing
knowledge 4.2 Explain site safety reporting
in technical 4.3 State the importance of site report
report 4.4 Write site daily report
writing

RANGE
This section provides work environment and conditions to which the performance
criteria apply. It allows for different work environment and situations that will affect
performance.
Variable Range
1 Facilities on site layout Proposed building, workshop, material storage,
in the building industry driveways, walkways, waste site, toilet, assembly points,
include but not limited to: workers accommodation and parking area.
2 Site maps: include but not Topographical map, physical map.
limited to:
3 Plans: Site plan, floor plan, landscape plans.
 4 Building Services include but
water supply & drainage, electricity,
not limited to:

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.

Required Skills
The individual needs to demonstrate the following skills:
• Reading and interpreting the site maps and plan
• Paying attention to details
• Observation and systematic process
• Site report writing

Required Knowledge
The individual needs to demonstrate knowledge of:
• Record keeping (recording of measurement taken during task execution)
• Writing skills in the relevant language

EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.
1. Critical aspects of 1.1 Identify facilities on site layout
Competency 1.2 Design site layout
1.3 Position facilities on site layout
1.4 Assess risk on site
1.5 Determine on-site services and adjacent site feature
1.6 Write site daily report
2. Resource Implications Plot of land, manuals containing types of buildings, site maps and
plans
3. Methods of 3.1 Oral interview and Multiple-Choice Questions (MCQ)
Assessment 3.2 Practical demonstration,
3.3 Project work
4. Context of Assessment Competency may be assessed individually in the actual workplace or
through accredited institution
5. Guidance information for Holistic assessment with other units relevant to the industry sector,
assessment workplace and job role is recommended.

UNIT 4: PLAN AND ORGANISE CONSTRUCTION WORK 5 CREDITS

UNIT CODE:
 UNIT DESCRIPTION
This unit standard specifies the competencies required to plan allotted tasks to
maximise personal productivity on a construction site. This unit standard includes
prework planning, safe and efficient work sequencing. This unit standard is intended
for those who work as bricklayers and plasterers.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA
These describe the These are assessable statements which specify the required level of
key outcomes which performance for each of the elements.
make up workplace Bold and italicized terms are elaborated in the Range
function
1 Plan and prepare 1.1 Obtain, confirm and apply work instructions, including plans,
for work specifications, quality requirements and operational details
1.2 Safety requirements are followed in accordance with safety plans
and policies.
1.3 Identify and adhere to sign and barricade requirements
1.4 Select plant, tools and equipment to carry out tasks that are
consistent with the requirements of the job.
1.5 Checked for serviceability and any faults are rectified or reported
prior to commencement.
1.6 Calculated material quantity requirements in accordance with plans
and/or specifications.
1.7 Identify, obtain, prepare, safely handled and locate materials
appropriate to the work application ready for use.
1.8 Identify and apply environmental protection requirements in
accordance with environmental plans and regulatory obligations.

2 Sequence work 2.1 Work plan is determined and performed in a logical and efficient
safely sequence.
2.2 Tasks are completed to meet work instructions

3 Clean up 3.1 Work area is cleared and materials disposed of, reused or recycled in
accordance with legislation, regulations and job specifications.
3.2 Clean, check, maintain and store plant, tools and equipment in
accordance with manufacturers' recommendations and standard work
practices.

RANGE
This section provides work environment and conditions to which the performance
criteria apply. It allows for different work environment and situations that will affect
performance.
Variable Range
 1 Work sequencing may
include, but is not limited Receiving instructions, organising for task, carrying out task
to: and cleaning up after completing task.

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.

Required Skills
The individual needs to demonstrate the following skills:
• Safety requirements
• Select plant, tools and equipment to carry out tasks
• Paying attention to details
• Calculated material quantity requirements
• Clean, check, maintain and store plant, tools and equipment
• Site report writing

Required Knowledge
The individual needs to demonstrate knowledge of:
• environmental protection requirements
• Writing skills in the relevant language

EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.
1. Critical aspects of 1.1 Safety requirements
Competency 1.2 Select plant, tools and equipment to carry out tasks
1.3 Calculated material quantity requirements
1.4 Clean, check, maintain and store plant, tools and
equipment
1.5 Site report writing
1.6 Identify and adhere to sign and barricade requirements
2. Resource Implications Plant, tools and equipment relevant to carry out tasks

3. Methods of 3.1 Oral interview and Multiple-Choice Questions (MCQ)

Assessment
4. Context of Assessment
5. Guidance information for
assessment
3.2 Practical demonstration,
3.3 Project work
3.4 RPL
3.5 Learner’s Journal
Competency may be assessed individually in the actual workplace or
through accredited institution
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended.
UNIT 5: BLOCK/BRICK LAYING 5 CREDITS

UNIT CODE:

UNIT DESCRIPTION
This unit standard specifies the competencies required to lay a straight block/brick wall
in different bonds. It includes the identification of different types of drawings,
functions of drawings and mixing mortar. This unit standard is intended for those who
work as block/bricklayers.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA
These describe the These are assessable statements which specify the required level of
key outcomes which performance for each of the elements.
make up workplace Bold and italicized terms are elaborated in the Range
function
1 Identify types and 1.1 Identify and use main types of plans and drawings in bricklaying
functions of operations
drawings 1.2 Identified key functions of each type of drawing.
1.3 Identified conventional sign and symbols relating to building drawing.
1.4 Identified environmental controls from the job plans, specifications and
environmental plan.
2 Mix mortar 2.1 Select materials for mortar
2.2 Mix mortar to specifications.
3 Build a straight wall 3.1 Spread mortar bed to provide even coverage of brick.
with or without 3.2 Butter brick to fully cover the brick.
profiles in different 3.3 Lay first course level and to line.
bonds. 3.4 Build straight wall to plumb, level square and gauge.
3.5 Lay bricks with or without profiles in accordance with specifications.
3.6 Jointing is completed.
4 Build a return 4.1 Spread mortar bed to provide even coverage of bricks.
corner wall in 4.2 Butter brick to fully cover the brick.
different bonds 4.3 Lay first course level and to line
4.4 Build return corner to plumb, level, square and gauge.
4.5 Lay bricks between corners or stop ends.
4.6 Jointing is completed.

RANGE
This section provides work environment and conditions to which the performance
criteria apply. It allows for different work environment and situations that will affect
performance.
Variable Range
The range in this element is fully expressed in the Performance Criteria

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.

Required Skills
The individual needs to demonstrate the following skills:
  Types of plans and drawings in bricklaying operations
 Identified key functions of each type of drawing.
 Identified conventional sign and symbols relating to building drawing.
 Identified environmental controls from the job plans, specifications and
environmental plan. Clean, check, maintain and store plant, tools and
equipment
 Mix mortar to specifications.
 Build straight wall to plumb, level square and gauge.
 Lay bricks with or without profiles in accordance with specifications
 Build return corner to plumb, level, square and gauge.
 Lay bricks between corners or stop ends.

Required Knowledge
The individual needs to demonstrate knowledge of:
 Plans and drawings in bricklaying operations
 Key functions of each type of drawing.

EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.
1. Critical aspects of 1.1 Types of plans and drawings in bricklaying operations
Competency 1.2 Identified key functions of each type of drawing.
1.3 Identified conventional sign and symbols relating to building
drawing.
1.4 Identified environmental controls from the job plans,
specifications and environmental plan. Clean, check, maintain
and store plant, tools and equipment
1.5 Mix mortar to specifications.
1.6 Build straight wall to plumb, level square and gauge.
1.7 Lay bricks with or without profiles in accordance with
specifications
1.8 Build return corner to plumb, level, square and gauge.
1.9 Lay bricks between corners or stop ends.
2. Resource Implications Plant, tools and equipment relevant to carry out tasks

3. Methods of 3.1 Oral interview and Multiple-Choice Questions (MCQ)

Assessment
4. Context of Assessment
3.2 Practical demonstration,
3.3 Project work
3.4 RPL
3.5 Learner’s Journal
Competency may be assessed individually in the actual workplace or
through accredited institution
5. Guidance information for Holistic assessment with other units relevant to the industry sector,
assessment workplace and job role is recommended.

UNIT 6: PLASTERING AND RENDERING 5 CREDITS

UNIT CODE:

UNIT DESCRIPTION
This unit standard specifies the competencies required to plaster and render a
block/brick wall in different bonds. It includes the identification of different types of
drawings, functions of drawings and mixing mortar. This unit standard is intended for
those who work as block/bricklayers.
ELEMENTS AND PERFORMANCE CRITERIA
ELEMENT PERFORMANCE CRITERIA
These describe the These are assessable statements which specify the required level of
key outcomes which performance for each of the elements.
make up workplace Bold and italicized terms are elaborated in the Range
function
1Prepare 1.1 Prepare background surface for plastering and rendering
background
surface
2 Apply one coat 2.1 Establish screed lines or guides.
plastering and 2.2 Apply plastering, rendering and ruled off to screed.
rendering 2.3 Checked surface for plumb and level.
2.4 Surface is floated and trowel finish.

RANGE
This section provides work environment and conditions to which the performance
criteria apply. It allows for different work environment and situations that will affect
performance.
Variable Range
The range in this element is fully expressed in the Performance Criteria

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.

Required Skills
The individual needs to demonstrate the following skills:
 Background surface preparation for plastering and rendering
 Establishing screed lines or guides.
 Application of plastering, rendering and ruled off to screed.
 Checking surface for plumb and level.
 Floated and trowel finishing of surface
Required Knowledge
The individual needs to demonstrate knowledge of:
 Tools for plastering and rendering
 Plastering and rendering sequence

EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.
1. Critical aspects of 1.1 Prepare background surface for plastering and rendering
Competency 1.2 Establish screed lines or guides.
 1.3 Apply plastering, rendering and ruled off to screed.
1.4 Checked surface for plumb and level.
1.5 Surface is floated and trowel finish
2. Resource Implications Plant, tools and equipment relevant to carry out tasks
3.5 Methods of 3.1 Oral interview and Multiple-Choice Questions (MCQ)
Assessment 3.2 Practical demonstration,
3.3 Project work
3.4 RPL
3.5 Learner’s Journal
4. Context of Assessment Competency may be assessed individually in the actual workplace or
through accredited institution
5. Guidance information for Holistic assessment with other units relevant to the industry sector,
assessment workplace and job role is recommended.

UNIT 7: LEVELLING IN BUILDING CONSTRUCTION 5 CREDITS

UNIT CODE:

UNIT DESCRIPTION
This unit standard specifies the competencies required to carry out levelling using a
spirit level and straight edge as part of bricklaying operations. This unit standard is
intended for those who work as bricklayers and plasterers
ELEMENTS AND PERFORMANCE CRITERIA
ELEMENT PERFORMANCE CRITERIA
These describe the These are assessable statements which specify the required level of
key outcomes which performance for each of the elements.
make up workplace Bold and italicized terms are elaborated in the Range
function
1 Carry out 1.1 Define the concept of levelling
levelling using 1.2 Identify and mark site of levelling is according to given
spirit level and specifications
straight edge as 1.3 Identify, select and use levelling tools appropriately in
part of accordance with standard operating procedures.
bricklaying 1.4 Checked Levelling tools for accuracy.
operations
1.5 Transfer levels to required location and marked and/or
recorded according to job requirements as specified in
sketches and drawings.
1.6 Document results of levelling procedure to organisational
requirements.

RANGE
This section provides work environment and conditions to which the performance
criteria apply. It allows for different work environment and situations that will affect
performance.
Variable Range
The range in this element is fully expressed in the Performance Criteria

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.

Required Skills
The individual needs to demonstrate the following skills:
 mark site of levelling is according to given specifications
 Identify, select and use levelling tools
 Application of plastering, rendering and ruled off to screed.
 Checked Levelling tools for accuracy
 Transfer levels to required location and marked
 Documentation results of levelling procedure
Required Knowledge
The individual needs to demonstrate knowledge of:
 Definition of the concept of levelling
 Levelling procedure to organisational requirements.
 Tools for levelling
 Plastering and rendering sequence
EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.
1. Critical aspects of 1.1 Identify and mark site of levelling is according to given
Competency specifications
1.2 Identify, select and use levelling tools appropriately in
accordance with standard operating procedures.
1.3 Checked Levelling tools for accuracy.
1.4 Transfer levels to required location and marked and/or
recorded according to job requirements as specified in
sketches and drawings.
1.5 Document results of levelling procedure to
organisational requirements.
2. Resource Implications Plant, tools and equipment relevant to carry out tasks
3.6 Methods of 3.1 Oral interview and Multiple-Choice Questions (MCQ)
Assessment 3.2 Practical demonstration,
3.3 Project work
3.4 RPL
3.5 Learner’s Journal
4. Context of Assessment Competency may be assessed individually in the actual workplace or
through accredited institution
5. Guidance information for Holistic assessment with other units relevant to the industry sector,
assessment workplace and job role is recommended.

UNIT 8: WORKING ON SCAFFOLDING, PLATFORMS AND LADDERS 5

CREDITS

UNIT CODE:

UNIT DESCRIPTION
This standard specifies the competencies to work safely on scaffolding, platforms and
ladders whilst performing block/bricklaying tasks. It includes hazard identification,
erect scaffolding, inspecting, repair and adjust erected scaffolding, Whip, tie, splice
and inspect ropes and dismantles scaffolding. The standard is intended for those who
work as block/bricklayers and plasterers but not limited to the other civil trades.

ELEMENTS AND PERFORMANCE CRITERIA

ELEMENT PERFORMANCE CRITERIA
These describe the key These are assessable statements which specify the required level of
outcomes which make up performance for each of the elements.
workplace function Bold and italicized terms are elaborated in the Range

1 Work safely on 1.1 Identify hazards associated with working on scaffolds and work
scaffolding and work platforms
platforms 1.2 Select and use Personal Protective Equipment (PP)E whilst
working on scaffolds and work platforms.
1.3 Performed work safely from work platform or work scaffold
2 Work from 2.1 Identified hazards associated with using ladders on
ladders construction sites.
2.2 Maintain three points of contact whilst climbing up and down
ladders.
2.3 Work safely from ladder.
3 Erect scaffolding 3.1 Confirm purpose for scaffolding and identify associated work
tasks.
3.2 Determine expected loading on scaffold and supporting
structure using load tables and manufacturers' specifications.
3.3 Identified site access and exit routes.
3.4 Select and inspect scaffolding components and, label and
reject damaged components.
3.5 Select sole board/base plate in accordance with relevant
regulations, legislation and manufacturers' specifications.
3.6 Set out and erect scaffolding in accordance with legislation
and regulatory requirements and manufacturers' requirements.
3.7 Erect and install static lines where specified in accordance
with legislation and regulatory requirements.
3.8 Assemble and erect lifting device where specified

RANGE
This section provides work environment and conditions to which the performance
criteria apply. It allows for different work environment and situations that will affect
performance.
Variable Range
Scaffolding, are to include but Putlog scaffolding, metal scaffolding, suspended scaffolding,
not be limited to: independent scaffolding, mobile scaffolding and different types
of work platforms and ladders.
REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit of competency.

Required Skills
The individual needs to demonstrate the following skills:
 Identification and selection of scaffolding
 Erect scaffolding
 Work safely on scaffolding and work platforms
 Work from ladders

Required Knowledge
The individual needs to demonstrate knowledge of:
 Types and pats of scafolding

EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.
1. Critical aspects of 1.1 Identify and select of scaffolding
Competency 1.2 Erection of scaffolding
1.3 Work safely on scaffolding and work platforms
1.4 Work from ladders
2. Resource Implications 2.1 Putlog scaffolding, metal scaffolding, suspended scaffolding,
independent scaffolding, mobile scaffolding and different types of
work platforms and ladders.
2.2 Static lines
2.3 Lifting device
2.4 Lifting device
3Methods of 3.1 Oral interview and Multiple-Choice Questions (MCQ)
Assessment 3.2 Practical demonstration,
3.3 Project work
3.4 RPL
3.5 Learner’s Journal
4. Context of Assessment Competency may be assessed individually in the actual workplace or
through accredited institution
5. Guidance information for Holistic assessment with other units relevant to the industry sector,
assessment workplace and job role is recommended.
UNIT 9: CONSTRUCTION OF FOUNDATION 5 CREDITS

UNIT CODE:

UNIT DESCRIPTION
This standard specifies the competencies to construct foundation, prepare and place
foundation reinforcements.
ELEMENTS AND PERFORMANCE CRITERIA
ELEMENT PERFORMANCE CRITERIA
These describe the key These are assessable statements which specify the required level of
outcomes which make up performance for each of the elements.
workplace function Bold and italicized terms are elaborated in the Range

1 Demonstrate 1.1 Explain foundations

knowledge in 1.2 State types of foundations
foundation 1.3 Explain the purpose of foundation
1.4 Explain the functional requirements of a good foundation
1.5 State the rule of thumb for the design of foundation
2 Demonstrate 2.1 Identify types of reinforcement
skills in 2.2 Identify appropriate reinforcement for foundation construction
foundation 2.3 Provide spacers for adequate cover
reinforcements 2.4 Place reinforcement in formwork
placement 2.5 Ensure reinforcements are free of lubricants and rust
3 Demonstrate 3.1 State the factors affecting the choice of foundation
skills in 3.2 Select tools and equipment for foundation construction
Constructing a 3.3 Select materials for foundation construction
foundation 3.4 Construct foundation
3.5 Adhere to safety practices in foundation construction

RANGE
This section provides work environment and conditions to which the performance
criteria apply. It allows for different work environment and situations that will affect
performance.
Variable Range
Types of foundations include Pile, raft, pad, strip foundation
but not be limited to:
Types of reinforcement High tensile, Mild Steel
include but not be limited to:
Types of spacers include but Point rebar spacer, Linear rebar spacer, Cover blocks,
not be limited to:
PVC spacers.

REQUIRED SKILLS AND KNOWLEDGE

This section describes the skills and knowledge required for this unit of competency.

Required Skills
The individual needs to demonstrate the following skills:
 Provision of spacers for adequate cover
 Placement of reinforcement in formwork
 Selection of tools and equipment for foundation construction
 Selection of materials for foundation construction
 Construction of foundation
  Adherance to safety practices in foundation construction

Required Knowledge
The individual needs to demonstrate knowledge of:
 Types of foundations
 Types of reinforcement
 Types of spacers

EVIDENCE GUIDE
This provides advice on assessment and must be read in conjunction with the
performance criteria, required skills and knowledge and range.
1. Critical aspects of 1.1 State types of foundations
Competency 1.2 Explain the purpose of foundation
1.3 Explain the functional requirements of a good foundation
1.4 State the rule of thumb for the design of foundation
1.5 Identify appropriate reinforcement for foundation construction
1.6 Provide spacers for adequate cover
1.7 Place reinforcement in formwork
1.8 Ensure reinforcements are free of lubricants and rust
1.9 Select tools and equipment for foundation construction
1.10 Select materials for foundation construction
1.11 Construct foundation
1.12 Adhere to safety practices in foundation construction
2. Resource Implications 2.1 Spacers for adequate cover
2.2 Tools and equipment for foundation construction
2.3 Materials for foundation construction
3Methods of 3.1 Oral interview and Multiple-Choice Questions (MCQ)
Assessment 3.2 Practical demonstration,
3.3 Project work
3.4 RPL
3.5 Learner’s Journal
4. Context of Assessment Competency may be assessed individually in the actual workplace or
through accredited institution
5. Guidance information for Holistic assessment with other units relevant to the industry sector,
assessment workplace and job role is recommended.